Siegel L S, Feldman W
Clin Pediatr (Phila). 1983 Apr;22(4):241-4. doi: 10.1177/000992288302200401.
A common presenting problem of children in pediatric practice is the constellation of symptoms involving difficulty in completing assignments, trouble with written work, and organizational problems. Typically, these children do not have difficulty with reading but show problems with academic achievement. We have recently studied 29 children, aged 7 to 13, referred for learning problems. They were not dyslexic, that is their reading abilities were normal, but they had significant difficulty with written tests and assignments and problems with arithmetic. In addition to difficulty with eye-hand coordination as measured by a test of visual motor integration, these children showed poor performance on short-term memory tasks when compared with children who do not have writing or arithmetic problems. Suggested treatments include the use of tape recorders, typewriters, and calculators to help compensate for the writing and short-term memory difficulties associated with these learning problems. The pediatrician, acting as child advocate, can exert influence within the traditional school system to gain acceptance for use of learning aids by children with a developmental output disability.
儿科诊疗中儿童常见的一个就诊问题是一系列症状，包括完成作业困难、书写困难和组织能力问题。通常，这些孩子阅读没有困难，但学业成绩却有问题。我们最近研究了29名7至13岁因学习问题前来就诊的儿童。他们没有诵读困难，即阅读能力正常，但笔试和作业有很大困难，算术也有问题。除了通过视觉运动整合测试测得的眼手协调困难外，与没有书写或算术问题的孩子相比，这些孩子在短期记忆任务上表现不佳。建议的治疗方法包括使用录音机、打字机和计算器，以帮助弥补与这些学习问题相关的书写和短期记忆困难。作为儿童权益倡导者的儿科医生，可以在传统学校系统内施加影响，以使有发育性输出障碍的儿童能够被接受使用学习辅助工具。
